E RRORS IN WRITING DE SCRIPTIVE TE XT MADE BY THE 8
thGRADE
STUDE NTS OF SMP MUHAMMADIYAH 1 KARTASURA IN
2015/ 2016 ACADEMIC YE AR
PUBLICATION ARTICLE
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of E ducation
in E nglish Department
By:
YULI SETIANI
A 320 120 128
SCHOOL OF TE ACHE R TRAINING AND E DUCATION MUHAMMADIYAH UNIVE RSITY OF SURAKARTA
5
E RRORS IN WRITING DE SCRIPTIVE TE XT MADE BY THE 8
thGRADE
STUDENTS OF SMP MUHAMMADIYAH 1 KARTASURA
IN 2015/ 2016 ACADE MIC YE AR
Abstracts
This research aims at identifying writing descriptive text made by the 8
thgrade students of SMP
Muhammadiyah 1 Kartasura in 2015/2016 academic year, especially: 1) to identify the types of
morphological errors; 2) to identify the types of syntactical errors; 3) to identify the types of
discourse errors; 4) to know the frequency of each type of errors; 5) to identify the dominant
error made students; and 6) to identify the source of errors. This research belongs to descriptive
qualitative type. In collecting the data, the writer uses elicitation method. There were four steps
to collect the data, namely: 1) the researcher entered the class, and then asked the students about
the descriptive text and ordered the students to make descriptive text, 2) the researcher collected
of data in the form of erroneous sentences and paragraphs from writing descriptive text made
by the eighth grade students of SMP Muhammadiyah 1 Kartasura, 3) the reseacher identified
written production by the student, then she read and marked
the types of error in the student’s
worked. This step resulted in the erroneous sentences as the data, 4) the researcher wrote the
erroneous sentences and classified all types of error based on surface strategy taxonomy and
linguistic category taxonomy. The collected data are analyzed by using Dulay, Burt and
Krashen’s classification of errors theory, Bungin’s the frequency of type of error theory and
Brown’s source of errors theory. The results of the research show that eight
h grade students of
SMP Muhammadiyah 1 Kartasura make 510 errors in their compositions. There are three
classifications of error based on the combination of linguistic category and surface strategy
taxonomy. First, lexical error consists of 74 errors or 14, 50% of errors. Second, syntactical
errors consist of 386 errors or 75, 68% of errors. Third, discourse errors consist of 50 errors or
9, 80%. The dominated error is lexical errors in the form of which wrong spelling consists of 69
errors or 13, 52% of errors. In addition, the sources error of this errors are interlingual transfer
(literal translation) and intralingual transfer which covers: ignorance of the restriction rule in rule
of spelling, rule of verb, rule of possessive adjective and over- generalization in double marking
in predicate.
Keywords: Error Analysis, Descriptive Text, and Sources of Error
Abstrak
6
berdasarkan sumber dan linguistik kategori taksonomi. Pengumpulan data dianalisis
mengguanakan pengklasifikasian teori kesalahan menurut Dulay, Burt, dan Krashen, teori
frekuensi tipe kesalahan menurut Bungin, dan teori sumber kesalahan menurut Brown. Hasil
dari data menunjukkan kelas 8 SMP Muhammadiyah 1 Kartasura membuat 510 kesalahan,
kesalahan diklasifikasikan kedalam tiga bagian berdasarkan kombinasi dari linguistik kategori dan
surface taksonomi strategi. Pertama, terdapat keasalah leksikal yang terdiri dari 74 kesalahan atau
14, 5%. Kedua, kesalahan sintaktikal terdiri dari 386 atau 75, 68%. Ketiga, didalam kesalahan
wacana terdapat 50 kesalahan atau 9,80%. Dari ketiga kesalahan yang paling dominan adalah
kesalahan leksikal yaitu wrong spelling yang terdiri 69 kesalahan atau 13, 52%. Sumber kesalahan
dari penelitian ini, yaitu: interlingual (literal translation) and intralingual transfer (ignorance of
the rule restriction in rule spelling, rule of verb, rule of possessive adjective and
over-generalization in double marking in predicate).
Kata Kunci:
analisis kesalahan, teks deskriptif, sumber kesalahan.
1.
INTRODUCTIONThe students in Indonesia not only learn Indonesian langauge, they learn foreign language as well especially English. Basically, language has a function as communication, and the communication ability has been realized into four skills i.e. listening, speaking, reading and writing. It is generally agreed that writing is the most difficult skill to be mastered for foreign language learners. Some students may be good at other languages skills, but many of them are not able to write well. Some of them still write English text based on the Indonesian grammatical rules.
One of materials in teaching English at SMP Muhammadiyah 1 Kartasura is writing text, based on curriculum 2006. Texts are learned based on their genres. Such as descriptive text, report text, recount text, procedure text and so forth. The purpose of learning text genres and writing them are students can practice their ability in writing skill especially by building good sentences.
Many students still make error in the case of writing text. Students of SMP Muhammadiyah 1 Kartasura eighth class get difficulty in transferring idea from their native language (i.e. Indonesian) into the target language (i.e. English). The followings are examples of written text made by students of eighth grade in SMP Muhammadiyah 1 Kartasura.
(1) * I have a ungu bag.
(2) * Television in my room square sharped. (3) * There are also a circle red wall clock. (4) * I going to the bedroom.
In the first sentence from the example above, instead of using an English word the student uses Indonesian word. The word “ungu” is Indonesian word; the correct word in the sentence is “purple”. The second sentence has incorrect spelling on the word “sharped”, which should be “shaped”. In the third sentence has omission of to be, the correct sentence should be added to be “are”. The fourth sentence has the omission of to be, the correct sentence should have the addition of “am”.
The correct sentences are: (1) I have a purple bag.
(2) Television in my room is square shaped. (3) There is also a circle red wall clock. (4) I am going to the bedroom.
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This research focuses on eighth grade students of SMP Muhammadiyah 1 Kartasura in 2015/2016 academic year in their writing production. The data will be analyzed using error analysis theory based on surface taxonomy strategy and linguistic category taxonomy by Dulay, Burt, and Krashen (1982). This research is not the first research in the area of error analysis. However, the result of this research can enrich the discussion in this area. There are five researcher who have conducted recent research on error analysis. They are: (1) Prastikasari Work (UMS, 2013) with her research entitled A n E rror A nalysis in Writing Descriptive Tex t Made by the Second Grade Students of SMP Negeri 1 Tanon, A cademic Y ear 2012/ 2013, (2) Purwanti (STA IN, 2013) entitled Descriptive A nalysis Of Grammatical E rrors In Writing Descriptive E ssay A mong The 8th Grade Students In MTs A mal Sholeh Sumogawe, Getasan, Semarang Regency In The A cademic Y ear of
2012/ 2013, (3)Putri’s Work (UM, 2013), in her research entitled Students E rror in Using Simple Present Tense in Writing Descriptive Tex ts Made by students ,(4) Azizah (UMS, 2014) entitled E rrors in Recount Tex t Made By Tenth Grade Students of SMA Muhammadiyah 2 Surakarta,(5) Edo Paratama Work (UMS, 2015) entitled A n E rror A nalysis in Writing Descriptive Tex t Made by E ighth Grade Students of SMP Muhammdiyah 2 Masaran in 2014/ 2015 A cademic Y ears.
There are many proponents theory that related with types of error and sources of error. In lexical errors there are two types of errors i.e.: 1) wrong spelling. Spelling error or misspelling is the misselection of a grapheme to represent a syllable or morpheme in forming part of a word (James, 1998:133); 2) the use of Indonesian word or code mixing. According to John (1977) in Jendra (2010: 79) “in code mixing, pieces of one language are used while a speaker is basically using another language” while in syntactical errors there are many error i.e.; 1) the use of verb. According to gucker (1966: 24) “ a verb is te word that expresses an action or state of being”; 2) the use of noun. According to Mas’ud (1998: 61) “Nouns are words that indicate person, thing, plant, place, animal, and so on”; 3) pronoun. According to Gucker (1966: 48) “Pronoun is a word that stands for a noun”; 4) phrase. According to Morley (2000: 53) phrase is regarded as a grouping of one or more words which in other circumstances could be expressed in single word; 5) article. According to Allsop (1990: 34) “ A is the definite article before words beginning with a consonant sound while an is before word beginning with a vowel sound and the is definite article before words beginning with a consonant sound or vowel sound that it is used for singular and plural nouns”; 6) preposition. Allsop (1990: 105) said that” prepositions are words which show the relationship between things, people or events”; 7) conjunction. According to Gucker (1966: 72) “conjunction is a word whose primary function is to join words or groups of words.” Conjunctions contain two main types i.e. coordinating conjunctions and subordinating conjunction. The next in discourse error, there are generic structure, reference and conjunction. According to Sudarwati (2007: 135) “generic structure of descriptive text consist of identification and description”; while Halliday in Hasan (1985) in Nunan (1993: 21) said that “Reference is the act of referring for proceeding or following element, it deals with semantic relationship” and according to Halliday and Hasan (1985) in Nunan (1993: 21) “Conjunction is a relationship which indicates how the subsequent sentence or clause should be linked to the preceding sentence.”
The sources of error in this research are interlingual transfer and intralingual transfer. According to Brown (2000:224) “Intralingual transfer is the negative transfer of item within the target language or put another way, the incorrect generalization of rules within the target language” while according to Brown (2000:224) “Intralingual transfer is the negative transfer of item within the target language or put another way, the incorrect generalization of rules within the target language”.
8 2. RE SE ARCH ME THOD
The type of this research is descriptive qualitative research. The subject of the research is students of SMP Muhammadiyah 1 Kartasura of eighth grade who taken from class A, B, C, and D. The object of the research is errors in 60 compositions from purposive random sampling of descriptive text made by the eighth grade students of SMP Muhammadiyah 1 Kartasura. The data are in the form of erroneous sentences and paragraph made by the students. The data sources are the composition written productions by the eighth grade students of SMP Muhammadiyah 1 Kartasura in 2015/2016 academic year. In collecting data, the researcher uses elicitation method which has 4 steps: 1) The researcher entered the class, then asked the students about descriptive text and ordered the students to make descriptive text, 2) the researcher had collected data in the formed erroneous sentences and paragraphs from the writing descriptive text made by the students, 3) the writer identified the writing production, then she read and marked the types of error in the student’s work, 4) the researcher wrote the erroneous sentences and classified all types of error based on surface strategy taxonomy and linguistic category taxonomy. The reseacher analyzes them using the following steps: identification of errors, classifying the errors, describing the frequency of errors, describing the dominant type of error, and describing the sources of error.
3. FINDING AND DISCUSSION
The researcher finds the total number of 510 errors which are committed by eight grade students. Then, the errors can be divided into three categories by 74 erroneous sentences in lexical errors, 386 erroneous sentences in syntactical errors and 50 erroneous sentences in discourse errors.
3.1 The Type of Lexical E rrors
The development of lexical knowledge is considered by both researchers and teachers to be central to the acquisition of a second or foreign language. From the data, the researcher found many errors in lexical form that students made, such as wrong spelling and use of Indonesian word.
3.1.1 Wrong Spelling
Spelling is very specific in English language because it is different from the spelling in Indonesian language. Spelling word in Indonesian language is relatively clearer because in Indonesian language, the pronunciation and the spelling are generally same, while in English the pronunciation and the spelling of words are not necessarily same. This can be seen for example in the sentence: ”* He nicname is Afif.”
In the example “*He nicname is Afif”, the errors appear because the student used a letter to represent a sound which is identical to the sound of that letter. It makes the sentence meaningless. The sentence becomes an error because the student writes the word “nicname” which is clearly misspelling. The correct word is “nickname”.
3.1.2 Use of Indonesian Language or Code Mixing
Students often mix two languages when they cannot find proper words or when there is no appropriate translation for the language being used. This can be seen for example in the sentence “* He hobby makan”.
Often, it is difficult for students to find English equivalents for some Indonesian words. So that, the students used Indonesian words “* He hobby makan” is grammatically incorrect because the student writes Indonesian word ‘makan’ in English sentence. The correct word is “is eating”.
3.2 The Types of Sy2ntactical E rrors
Generally the students use Indonesia language structure when they write English sentences. This case becomes important since it shows similarities and differences between Indonesian and English structures. 3.2.1 THE USE OF VE RB
9 3.2.1a Omission of Verb
Here can act as either auxiliary or main verb. ‘Have and has’ as main verb must be in agreement
with subject, so when the subject is singular it becomes
“has” and when the subject is plural it
becomes hav
e. This can be seen for the example in the sentence “* She [ ] hair long and
straight”.
In the sentence “* She [ ] hair long and straight”, error occurred because the student did not put any predicate in the sentence. The proper predicate to use is ‘has’ which indicates possession for third person singular subject ‘She’.
3.2.1b Misselection of Verb
Misselection of verb probably happen because students can not differentiate the use of ‘have and has’. This can be seen for example in the sentence “*It have a hard skin”.
In the sentence “*It have a hard skin”, there is an error in the form of the verb ‘have’. Because of the subject ‘It’, the sentence should use verb ‘has’.
3.2.1c The Use of Gerund after Certain Verb
Errors occur because the students do not put verbal- ing as an object after certain verb. This can be seen in the sentence “*He like eat carrot”.
In the sentence ‘like’ is the predicate and the verb ‘like’ requiring gerund as its object. In addition, a sentence cannot have double predicate without any conjunction. Hence, the correct sentence should be “He like eating carrot.”
3.2.1d Omission {-s/ es} in the Predicate or 3rd Person Singular Subject
The {- s/es} is added to the predicate of a sentence when the subject is singular subject and the tense of the sentence is simple present tense. The students make error because they omitted {- s} in the verb as predicate. This can be seen for the example in the sentence “*She wear hijab.”
In the sentence “* She wear hijab”, the student omitted {-s} in verb “wear”. It should have addition of {-s} “wears” because the subject of sentence is third person singular “She”.
3.2.1e BE
The researcher classifies these errors into 3 kinds below.
3.2.1e.a Addition of Be to the Simple Present Tense
The use of “to be” usually is for present, continuous, passive voice, and perfect tense. The students usually add “to be” in sentence when they use simple present tense so that their sentence have double predicates. This can be seen for example in the sentence “*I am is class 8 now”.
In the sentence “Iam is class 8 now” is incorrect because the student used double predicates “am” and “is”. The correct sentence used predicate “am” because the subject is first person “I”.
3.2.1e.b Omission of Be as Predicate
Different from the previous error, where the students add “to be” to the simple present tense, in this case the students omit “be” as the predicate. The omission of be as the predicate occurred mostly on to be “is”. To be “is” is used when the subject is third person singular. This error can be seen for the example in the sentence “*He [ ] thin and tall”.
In the sentence “* He [ ] thin and tall”, error occurred because the student did not put predicate in the sentence. The proper predicate to use is to be “is” which indicates third person singular as subject “He”.
3.2.1e.c Misuse of Be
10
noun, adjective, or adverb. “Be” is often misused and replace with the verb “has”. This can be seen for the example in the sentence “*She is hair straight”.
In the example “*She is hair straight”, the students used to be “is” but it is inappropriate. The students should use verb “has” because the sentence indicates possession. So that it should use action verb that requires an object instead of using verb to be.
3.2.2 THE USE OF NOUN
The researcher classifies these errors into 4 kinds below.
3.2.3a Omission of {-‘S and S’} in Possessive Form
{-‘S and S’} added to a noun has function as a sign of ownership. The errors related to the {-‘s and s’} generally occurred in the form of omission of {-‘s} at the end of a noun which indicates the meaning of possession. This can be seen for the example in the sentence “*The color my rabbit fur is white and black”.
The sentence “*The color my rabbit fur is whit and black” is incorrect because ‘fur’ belongs to ‘rabbit’, so there must be {-‘s} added to the noun ‘rabbit’ to indicate the possession. Therefore, the correct sentence becomes “The color my rabbit’s fur is white and black.”
3.2.3b Addition of Possessive {-‘S}
Different from the kind of previous error, where students omitted the {-‘s or s’}, in this type of error students added {-‘s or s’} at the wrong place. This can be seen for the example in the sentence “*Dheka is my best friend’s”.
The sentence “*Dheka is my best friend’s” is incorrect because the student added {-‘S} at the wrong place to the noun “friend”. Hence, the correct sentence becomes “Dheka is my best friend.”
3.2.3c Omission of Plural Marker
Countable nouns can be singular or plural. {- S} ending is usually added when noun is plural, and when the noun is singular determiners indicating singularity such as a, an, and one can be used. This can be seen for the example in the sentence “*I have two rabbit “.
The sentence “*I have two rabbit” is incorrect because the number two modifying the noun ‘rabbit’ indicates that the ‘rabbit’ is plural, but student did not add {-S} to the word ‘rabbit’ which indicates plurality, the correct sentence is “I have two rabbits”.
3.2.3d Addition of {-S} as Plural Marker
As mentioned earlier, when a noun is plural, and it is countable noun, {- s} should be added to the noun to indicate the plurality. However, the {s} is often misplaced; it is added to singular nouns. This can be seen for the example in the sentence “*He has a brown skin and cruel hairs”.
In the sentence “He has a brown skin and cruel hairs”, the student added {-s} in word “hairs”, {-s} should be omitted from the word “hairs” because “hair” is uncountable noun, so it cannot have the plural marker {- s}.
3.2.4 PRONOUN
The researcher classifies these errors into 3 kinds below.
3.2.4a Subjective for Possessive Adjective
This error occurs because the students do not differentiate as subject in pronoun from possessive adjective. This can be seen for the example in the sentence “*He skin is black”.
The students mix subject pronoun as possessive adjective. In the sentence “* He skin is black” is incorrect for subject “He”; subject should use “his” as possessive adjective.
3.2.4b Omission of Possessive Adjective
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In the sentence “* Endah is has white skin and [ ] body that slim”, the student omitted of possessive adjective “her”. It should have addition of possessive adjective “her” because the subject of sentence is third person singular “Endah”.
3.2.4c Misuse of Possessive Adjective
The possessive adjective is used to indicates possession. The possessive adjective pronoun consists of containing “my, your, his, her, its, our, and their.” The use of possessive adjective is based on the subject. The misuse of possessive adjective happens because the students use inappropriate possessive adjective. This can be seen for example in the sentence “*She always care his family”.
In the sentence “* She always care his family” is incorrect because the student use inappropriate possessive adjective “his” with subject that indicates third person singular “She”. The sentence should use possessive adjective “her” not “his”. The correct sentence is “She always cares her family.
3.2.5 PHRASE
The researcher classifies these errors into 2 kinds below.
3.2.5a Misordering of Noun Phrase
Misordering is incorrect placement of syntactic structure. The difference of syntactical structure between English language and Indonesian language is usually the cause for the students to make error in their sentence production. This can be seen for example in the sentence “*She have hair curly”.
In the sentence “*She have hair curly” is incorrect because “hair curly” is inappropriate placement of noun phrase. The correct sentence is “She have curly hair”.
3.2.5b Redundancy
Redudancy is a word or addition of unnecessary word. This can be seen for the example in the sentence “*Cemplon have fur color white”.
In the sentence “* Cemplon have fur color white”, the students added the word “color” which should be omitted because without adding the word, it is understandable that white is a color.
3.2.6 ARTICLE
The researcher classifies these errors into 2 kinds below.
3.2.6a Omission of Article
The Omission of article is a type of error. The cause of the omission of article is because there is no item that must appear in the well- formed sentence. To make the sentence become well- formed, the students should put an article before noun. In this case, the students omit of article in their sentences. This can be seen for example in the sentence “*She has [ ] oval face”.
In the sentence “* She has [ ] oval face” is inocorrect, errors occurred because the student did not put any article in the sentence. The proper article to use is “an” because beginning vocal sound “oval”.
3.2.6b Misuse of Article
The article “a, an, and the” are often misused as they have different functions. The misuse of article makes a sentence become not well- formed. This can be seen for the example in the sentence “*It have a color a green”.
In the sentence “* It have a color a green” is incorrect because there is double preposition “a”. To make the sentence correct should be omitted article “a” in noun phrase “color a green”. The correct sentence is “* It has a green color”.
3.2.7 PRE POSITION
The researcher classifies these errors into 1 kind below.
3.2.7a Omission of Preposition
12
or line, and “in” is used when see something as all around, country or town. The students make error because they omitted preposition in the sentence. This can be seen for the example in the sentence”* She is live [ ] Kudusan”.
In the sentence “* She is live [ ] Kudusan” is incorrect because the student omitted article “in”. It should have addition of preposition “in” because “Kudusan” showed the place of village.
3.2.8 CONJUNCTION
The researcher classifies these errors into 1 kind below.
3.2.8a Omission of Conjunction
Omission of conjunction occurred in the coordinating conjunction. Coordinating conjunction that containing “and, but, or, nor, yet, and so” are to connect sentence element. The omission of conjunction occurred mostly on the conjunction “and”. This can be seen for the example in the sentence “*He is thin, kind, [ ] handsome”.
In the sentence “*He is thin, kind, [ ] handsome”, error occurred because the student did not put any conjunction in the sentence. The proper conjunction to use is “and” which to connect “thin, kind, handsome”.
3.3 Types of Discourse E rror
Discourse analysis actually work at several levels of description: the structure and function of various types of discourse types or genre. In descriptive text, generic structure consists of identification and description. There are examples of error in generic structure of descriptive text made by the students
My Cat
I have a cat name cemplon. My cat have four leg. Cemplon have fur color white and my cat to have smooth fur. My cat is Persia. My cat like to eat fish.
In the examples above, it can be seen that identification as part of the generic structure is omitted. Without identification, the text goes directly to the description.
3.3.1 The Component of discourse E rror
3.3.1a Reference
There are two types of reference: anaphoric and cataphoric. This can be seen for the example in the sentence “*He is a smart boy. It is a brown skin”.
In the sentence “*He is a smart boy. It is a brown skin” is an error of reference in discourse. The errors occur because the students use pronoun “it” to substitute the noun “He”. This case is anaphoric reference.
3.3.1b Conjunction
Conjunction is a relationship which indicates how the subsequent sentence or clause should be linked to the preceding sentence. In the example “* He skin is black. A nd his hair is bold”. The sentence is erroneous in using conjunction discourse because the student added “and” to connect two independent clauses in two separate sentences, whereas it should be used to connect two independent clauses in a compound sentence.
4. The Frequency of E ach Types of E rror
In this part, the researcher gets 510 data errors made by the students. Moreover, it is divided into three categories that are lexical errors with 74 data errors or 14, 5% of errors, syntactical error with 386 data errors or 75, 68% of errors, and discourse error with 50 data errors or 9, 68% of errors.
Title
13
These errors are converted into diagram below:
[image:13.595.115.538.374.756.2]
Figure 1. Percentage of Error Types
From the figure above, then the researcher find the kinds of errors to be 25 errors, it can be seen in the table below.
NO Type of E rrors Number of
E rrors
Frequency of E rrors (%)
I The Type of Lexical E rrors 74 14,5%
1. Wrong Spelling
2. Use of Indonesian Word/ Code Mixing
69 5
13,52% 0,98%
II The Type of Syntactical E rrors 386 75,68%
a. The Use of Verb
1. Omission of Verb
2. Misselection of Verb Form
3. The Use of Gerund Certain After Verb 4. Omission {- s/es} in the predicate or 3rd Person
Singular Subject
5. BE
a. Addition of Be to the Simple Present Tense b. Omission of Be as Predicate
c. Misuse of Be
11 63 5 33 19 61 21 2,15% 12,35% 0,98% 6,47% 3,72% 11,96% 4,11%
b. The Use of Noun
1. Omission of {-‘S and S’} in Possessive Form 2. Addition of Possessive {-‘S}
3. Omission of Plural Marker 4. Addition of {- S} to Plural Marker
5 9 13 5 0,98% 1,76% 2,54% 0,98% c. Pronoun
1. Subjective for Possessive Adjective 2. Omission of Possessive Adjective 3. Misuse of Possessive Adjective
34 9 8 6,66% 1,76% 1,56% d. Phrase
1. Misordering of Noun Phrase 40 7,83%
14.5% 75.68% 9.80% 0,00 10,00 20,00 30,00 40,00 50,00 60,00 70,00 80,00
Lexical Errors Syntactical Errors Discourse Errors
Lexical Errors
Syntactical Errors
14
2. Redundancy 6 1,17%
e. Article
1. Omission of Article 2. Misuse of Article
8 12
1,56% 2,35% f. Preposition
1. Omission of Preposition 18 3,52%
g. Conjunction
1. Omission of Conjunction 6 1,17%
III The Type of Discourse E rrors 50 9,80%
1. Generic Structure 2. Reference 3. Conjunction
29 17 4
5,68% 3,33% 0,78%
Total 510 100%
5. The Dominant of E rrors
From each kind of errors above, it implies that the dominant type of error is syntactical errors which involved 386 errors or 75, 68%, but the most dominant error with the highest frequency is wrong spelling error with 69 occurrence or 13, 52%.
6. The Sources of E rrors
The researcher classified the source of error into two. Those errors are interlingual transfer and intralingual transfer that will be explained below:
6.1 Interlingual Transfer
Interlingual transfers are caused by inference of the learner’s mother tongue into foreign language. The student still uses grammatical structure in Indonesian language to translate in English language. This can be seen for the example in the sentence “*Iffah has nose pointed”.
In the sentence “*Iffah has nose pointed” , the meaning and pattern in Indonesian rule is correct but it is not appropriate with English grammatical structure. So it makes become wrong sentence in English. The correct sentence is “Iffah has pointed nose”.
6.1.1 Literal of Translation
Translation is transferring the message of source language into target language equivalently. Literal of translation is a translation that follows closely the form of the sources language. Literal of translation is the rule of the sentences. The students still misuse of be when they write sentence. This can be seen for the example in the sentence “*She is long hair”.
In the sentence “*She is long hair” is incorrect because the student used rule of Indonesian translation. To be “is” is inappropriate, to correct the sentence the student should use verb “has” because the sentence indicate possession. The correct sentence is “She has long hair”.
6.2 Intralingual Transfer
In this case, error caused by intralingual transfer can be found in the cases as follows: 6.2.1 Ignorance of Restriction Rules
Every language in lexical item has some rules and restriction that are used in adjacent lexical items. 6.2.1a Rule of Spelling
15
In the sentence “*He hoby football, the errors appear because the student used a letter to represent a sound which is identical to the sound of that letter. The correct word in target language should be “hobby”.
6.2.1b Rule of Verb
The verb is important because it is the core part of sentence. The predicate the verb in a sentence must be in agreement with the subject of the sentence. The sentence “*He have hobby football” is incorrect, because student uses auxiliary verb “have” for third person singular “He”. The correct verb should be “has”.
6.2.1c Rule of Possessive Adjective
This error occurs because the students do not differentiate the subject in pronoun from possessive adjective. This can be seen for the example in the sentence “*He skin is black”.
In the sentence “* He skin is black.” This sentence is incorrect for subject “He”; subject should use “his” as possessive adjective.
6.2.2 Over-Generalization
Overgeneralization is caused by one of intralingual errors, from the process in overgeneralization gives many differences in patter, convention and rules, but sometime it is does not apply in particular overgeneralization.
6.2.2a Double Marking in Predicate
Double marking is a sentence which has two words with similar function. In the sentence “* My cat is has four leg” is incorrect because student used double verb “is” and “has” as predicate. The students should omit verb “is” to correct predicate in the sentence.
After analyzing the sources of errors, then the researcher counts the data to know the percentage of each type of sources errors. The result of calculation can be seen in the pie chart below:
7. CONCLUSION
Based on the analysis, the writer can draw some conclusions of an error analysis in Writing Descriptive Text Made by the Eighth Grade Students in SMP Muhammadiyah 1 Kartasura as follow: the researcher found 74 errors of type of lexical error or 14, 5% of errors. The errors are classified into two parts of errors; 69 errors wrong spelling or 13, 52% of errors and 5 errors of the use of Indonesian word/ code mixing or 0, 98% of errors. The errors classified into 20 types of errors in syntactical, namely: 11 errors of omission of verb or 2,15% of errors, 63 errors of misselection of verb form or 12,35% of errors, 5 errors of the use of gerund certain after verb or 0,98% of errors, 33 errors of omission {- s/es} in the predicate or 3rd person singular subject or 6,47% of errors, 19 errors of addition of be to the simple present tense or
3,72% of errors, 61 errors of omission of be as predicate or 11,96% of errors, 21 errors of misuse of be or
7, 84% 4.11%
13,52% 12.35%
8,23%
3,72%
Precentage Sources of Errors
Interlingual Transfer Literal of Translation Rule of Spelling
16
4,11% of errors, 5 errors of omission of {-‘s or s’} in possessive form or 0,98% of errors, 9 errors of addition of possessive {-‘s} or 1,76% of errors, 13 errors or omission of plural marker or 2, 54% of errors, 5 errors of addition of {- s} to plural marker or 0, 98% of errors, 34 errors of subjective for adjective or 6,66% of errors, 9 errors of omission of possessive adjective or 1,76% of errors, 8 errors of misuse of possessive adjective or 1,56% of errors, 40 errors of misordering of noun phrase or 7,83% of errors, 6 errors of redundancy or 1,17% of errors, 8 errors of omission of article or 1,56% of errors, 12 errors of misuse of article or 2,35% of errors, 18 errors of omission of Preposition or 3,52% of errors, 6 errors of omission of conjunction or 1,17% of errors. The errors in discourse errors consist of three types, namely: 29 errors of generic structure or 5, 68% of errors, component discourse errors form 17 errors of reference or 3, 33% of errors and component of discourse errors form 4 errors of conjunction or 0, 78% of errors.
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